Develop A Personal Philosophy And Framework Acknowledging Pr ✓ Solved

Develop a personal philosophy and framework acknowledging pr

Develop a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the family nurse practitioner. Identify a nurse theorist or professional accrediting agency that provides the foundation for this philosophy development. Describe the type of educational courses and professional requirements required for APN professional certification and licensing within the state that you will practice in and compare to at least one other state for evaluation purposes. Identify the precise application process for boards, your state regulations for application for prescriptive practice, and issues related to APN practice within your state. Evaluate and discuss APN roles and prescriptive privileges and impact on client safety and care. Compare the differences between prescriptive authority, credentialing, and clinical privileges and how each of these impact client safety and care. Evaluate the development of the advanced practice nurse role from a global perspective. Compare at least 2 countries and how similar or dissimilar the APN roles are in other countries. Parameters: words not including the cover page and references (total, not for each topic). Follow the APA 6th edition for references and citations. Include a minimum of 6 scholarly references (does not include text or websites). Demonstrate analysis, evaluation and synthesis of information.

Paper For Above Instructions

Introduction

This paper develops a personal philosophy and operational framework for practice as a Family Nurse Practitioner (FNP) grounded in professional competencies and accrediting standards. It identifies a nurse theorist and accrediting organization as foundational influences, describes required education and certification pathways for the chosen state of practice, compares those requirements to another state, details board application and prescriptive application processes, and evaluates roles and prescriptive privileges domestically and internationally with implications for client safety and care.

Personal Philosophy and Foundational Framework

My personal philosophy as an FNP centers on patient-centered holistic care, evidence-based decision making, and interdisciplinary collaboration. This philosophy integrates Jean Watson’s Theory of Human Caring, which emphasizes the interpersonal and moral dimensions of caring and the promotion of patient dignity and healing (Watson, 2008). Complementing Watson’s theoretical lens, I adopt competencies outlined by the National Organization of Nurse Practitioner Faculties (NONPF), which stipulate standards in scientific foundation, leadership, ethics, practice inquiry, and clinical prevention (NONPF, 2017). Together these guide a practice framework that prioritizes therapeutic relationships, clinical excellence, and continuous quality improvement.

Educational Courses and Professional Requirements (State of Practice: California)

To practice as an FNP in California, the typical educational pathway includes completion of an accredited graduate program (MSN or DNP) with core courses such as advanced pathophysiology, advanced pharmacology, advanced health assessment, primary care theory, and population health, plus supervised clinical practicum hours consistent with NONPF recommendations (NONPF, 2017). After graduation, candidates obtain national certification (e.g., ANCC or AANP) in family practice and maintain an active California RN license. California requires application to the Board of Registered Nursing for nurse practitioner recognition and for a furnishing number if the FNP will prescribe or furnish certain medications; controlled substance prescribing also requires DEA and California controlled-substance registration (California Board of Registered Nursing, 2023). Continuing education in pharmacology and scope-specific requirements are required for maintenance.

Comparison with Another State (Arizona)

Arizona represents a contrasting regulatory environment as a full-practice state for APRNs. Like California, Arizona requires an accredited graduate degree and national certification; however, Arizona’s Board of Nursing grants independent practice and prescriptive authority more readily once licensure and national certification are documented, without mandatory physician supervision agreements for standard primary care practice (Arizona State Board of Nursing, 2022). Both states require DEA registration for controlled substances and state controlled-substance authorization where applicable, but Arizona’s regulatory framework affords greater autonomous prescriptive authority in routine primary care settings (AANP, 2020). This comparison shows variability in supervisory and collaborative requirements that affect scope and workflow.

Application Processes and State Regulations

In California, the board application process requires submission of transcripts, national certification verification, fingerprinting/background checks, and specific nurse practitioner recognition forms to the Board of Registered Nursing; application for a furnishing number requires additional documentation of clinical experience and pharmacology education, along with a separate fee (California Board of Registered Nursing, 2023). In Arizona, applicants submit graduate transcripts and national certification documentation to the state board and may request prescriptive authority through the board application; DEA and state controlled-substance registrations follow federal and state procedures (Arizona State Board of Nursing, 2022). Common issues across states include variability in state requirements, delays in processing, and the administrative burden of meeting multiple credentialing entities.

Prescriptive Privileges, Credentialing, and Clinical Privileges: Impact on Client Safety

Prescriptive authority, credentialing, and clinical privileges are related but distinct mechanisms that regulate APN practice. Prescriptive authority is the legal right to prescribe medications as defined by state law and often conditioned on education, certification, and registration (NCSBN; AANP, 2020). Credentialing is the organizational process by which institutions verify qualifications and competence (e.g., national certification, malpractice history) before allowing providers on their medical staff (Newhouse et al., 2011). Clinical privileges are the specific services an organization authorizes a clinician to perform within that institution. Each of these mechanisms influences patient safety: appropriate prescriptive authority grounded in robust education and oversight reduces medication errors (Newhouse et al., 2011), credentialing ensures clinicians meet standards before independent practice, and clear, competency-based privileging aligns provider capabilities with clinical responsibilities (Poghosyan et al., 2013). Failure or inconsistency in any of these areas compromises safety by permitting gaps in oversight or mismatches between competence and assigned duties.

Global Development of the APN Role: Comparison of United States and United Kingdom

Globally, APN roles have evolved unevenly. In the United States, APRNs increasingly practice independently in states with full-practice environments, engage in primary care delivery, and possess prescriptive authority tied to state law (Maier & Aiken, 2016). The UK’s Advanced Nurse Practitioner (ANP) role is more employer- and health-system–defined: ANPs typically complete accredited advanced practice education and may qualify as independent prescribers after completing a non-medical prescribing qualification (e.g., V300) regulated through the Nursing and Midwifery Council (NMC) (International Council of Nurses, 2015). Differences include governance structures (state licensure vs. national regulatory registration), variability in autonomy, and pathways to prescribing: the UK emphasizes centralized professional regulation and employer-defined scope, while the US blends state law, national certification, and institutional credentialing, leading to heterogeneity across jurisdictions (Maier & Aiken, 2016; ICN, 2015). Evidence indicates APN-provided care quality is comparable to physician care in many primary care outcomes, supporting safe role expansion internationally (Newhouse et al., 2011; Latter et al., 2007).

Conclusion

My FNP philosophy prioritizes caring relationships, evidence-based practice, and interprofessional collaboration, grounded in Watson’s caring theory and NONPF competencies. Educational preparation (MSN/DNP), national certification, state licensure, and institution-level credentialing form a layered regulatory and professional framework that determines scope and prescriptive privileges. State-to-state variability, exemplified by California and Arizona, highlights how statutes and board rules shape APN autonomy and patient access. Distinctions among prescriptive authority, credentialing, and clinical privileges are critical to client safety; each should be competency-based and transparent. International comparisons (U.S. and UK) reveal differing governance models but converging evidence that appropriately prepared APNs deliver safe, high-quality care. For safe and effective FNP practice, policy and institutional processes should align education, certification, and privileging with clearly defined prescriptive regulations and mechanisms for ongoing competency evaluation (Poghosyan et al., 2013; Maier & Aiken, 2016).

References

  • American Association of Nurse Practitioners. (2020). State practice environment. AANP. Retrieved from https://www.aanp.org
  • Arizona State Board of Nursing. (2022). Advanced practice registered nurse (APRN) licensure and prescriptive authority. Retrieved from https://www.azbn.gov
  • California Board of Registered Nursing. (2023). Nurse practitioner scope and practice and furnishing. Retrieved from https://www.rn.ca.gov
  • International Council of Nurses. (2015). Nurse practitioner/advanced practice nursing: Definitions and practice. ICN. Retrieved from https://www.icn.ch
  • Latter, S., Blenkinsopp, A., Smith, A., Chapman, S., & Taylor, S. (2007). Evaluation of nurse prescribing: Literature review on access, costs, utilization and resource implications. Journal of Advanced Nursing, 57(3), 304–316.
  • Maier, C. B., & Aiken, L. H. (2016). Task-shifting from physicians to nurses in primary care in 39 countries: A cross-country comparative study. Health Policy, 120(1), 1–8.
  • National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies. NONPF. Retrieved from https://www.nonpf.org
  • Newhouse, R. P., Stanik-Hutt, J., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., Wilson, R. F., Fountain, L., Steinwachs, D., Heindel, L., & Weiner, J. P. (2011). Advanced practice nurse outcomes 1990–2008: A systematic review. Nursing Economics, 29(5), 230–250.
  • Poghosyan, L., Liu, J., & Norful, A. A. (2013). Role development and professional issues in advanced practice nursing: Implications for practice and policy. Journal of Nursing Scholarship, 45(4), 352–360.
  • Watson, J. (2008). Nursing: The philosophy and science of caring (rev. ed.). University Press of Colorado.

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